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Öğe Bridging the Digital Divide Using the TPACK Model in the Context of Turkey(Springer Science and Business Media B.V., 2023) Genç G.; Dülger R.Thanks to information and communication technologies, such new concepts as e-mail, e-learning, e-school and e-government are among those that have recently become parts of people’s daily lives. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.Öğe Examining the Technological Pedagogical Content Knowledge (TPACK) of Turkish Preservice English as a Foreign Language Teachers(SAGE Publications Inc., 2024) Genç G.; Dülger R.The current quantitative research uses the survey technique to examine English as a foreign language (EFL) preservice teachers’ technological pedagogical and content knowledge (TPACK) proficiency levels. Participants were 129 preservice EFL teachers from a Turkish state university. There is evidence that English Language Teaching student teachers believe they possess technological knowledge most among the other knowledge domains, and third-grade EFL student teachers seem to have a higher level of proficiency in TPACK than fourth graders, and female EFL student teachers appear to be more proficient in TPACK than male student teachers. Some recommendations followed the research findings. © The Author(s) 2024.Öğe Learning while teaching: Student teachers’ reflections on their teaching practicum(Selcuk University, 2019) Köksal D.; Genç G.Teaching practicum of English language teachers has been the heart of many studies in the recent years. However, most of those studies focused on the graduates of teacher training programs. In Turkey, graduates of English Language and Literature (ELL) departments are also qualified to be an English teacher as long as they have a teaching certificate awarded by a university after completing an intensive program called pedagogical formation. This study focused on the teacher candidates, who are graduates of ELL programs. More specifically, it aimed to investigate what those teacher candidates thought they learned through their intensive and short teaching practicum experience and the challenges they have met. For this purpose, the study adopted qualitative research methodology and 8 participants took part in the study. The data were collected via reflective journals and semi-structured questionnaires and were analyzed through thematic content analysis. Results indicated that student teachers’ learning outcomes could be grouped under three themes such as pedagogical strategies, developing professional identity and developing positive feelings. The challenges could be grouped under four themes such as classroom management, time management, mixed-ability classes and difficulties in using technology. Based on the findings, some recommendations were offered. © 2019 JLLS and the Authors - Published by JLLS.Öğe Students’ Motivation toward Computer-Based Language Learning(SAGE Publications Inc., 2011) Genç G.; Aydin S.The present article examined some factors affecting the motivation level of the preparatory school students in using a web-based computer-assisted language-learning course. The sample group of the study consisted of 126 English-as-a-foreign-language learners at a preparatory school of a state university. After performing statistical analyses (t-test and analysis of variance) to the data, it was found that there were no statistical differences between such selected demographic variables as learners’ age, gender, grades, compulsory and optional status, type of high school, parents’ educational status, the period of the participants’ language-learning process, and experience of computer use The only variable found to be statistically significant was the degree of importance of learning English for the participants; more than half the participants possess moderately high motivation level. Finally, some practical recommendations were noted. © 2011 SAGE Publications.Öğe The use of Web 2.0 tools in English language learning: A systematic review(Malque Publishing, 2024) Genç G.; Kırmızıbayrak Ö.This study attempts to systematically review the incorporation of Web 2.0 tools into the English Language Learning (ELL) context. It explores the impacts, methodological decisions, and focus areas that distinguish this developing subject through a comprehensive review of research papers spanning many dimensions. From the Eric database, papers on Web 2.0 use in English language education that were published between 2018 and 2022 were chosen. In this context, sixty-two pieces reviewed a rigorous evaluation based on a set of standards. The research results reveal a wide range of benefits connected to technological integration, including improved motivation and teamwork. The results of the systematic analysis highlight the need for a flexible and nuanced approach to technology integration in ELL and offer insightful recommendations for practitioners, academics, and learners. © 2024, Malque Publishing. All rights reserved.
